There is an important need for psychological and pedagogical support of students with special
educational needs at all levels of education. The aim of this article is to analyze the capabilities
and readiness of the teacher to support students with psychophysical development in terms of
educational inclusion in the context of competence-based approach.
From a theoretical analysis of normative documents, literature on the subject, and software used in
teacher education, the author identified the main difficulties in the implementation of the support for
children with different types of dysontogenesis (defective development of the embryo) and revealed
deficiencies in the levels of professional and personal readiness. The results allow us determine the
directions of psychological and pedagogical support and professional development of specialists,
and to improve the quality of education of persons with special educational needs.